Charlie thinks that a six comes up less often than the other
numbers on the dice. Have a look at the results of the test his
class did to see if he was right.
Use the two sets of data to find out how many children there are in Classes 5, 6 and 7.
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
If you move the tiles around, can you make squares with different coloured edges?
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
A number of contributions shed light on this problem.
Go to last month's problems to see more solutions.
Written for teachers, this article discusses mathematical
representations and takes, in the second part of the article,
examples of reception children's own representations.
The aim of the game is to slide the green square from the top right
hand corner to the bottom left hand corner in the least number of